Background: In this study reflective seminars, conducted in congruence with reflective lifeworld theory and caring science, were implemented during a three-year nursing programme. Each reflection group consisted of six to nine students, and the seminars were led by a lecturer from the university. Teaching in higher education demands a variety of competencies, especially in areas where theoretical knowledge are closely connected to practical wisdom.

Aim: The aim of this presentation is to describe the lived experience of guiding reflective seminaries during nursing education from the lecturers’ perspective.

Method: Eight university lecturers were interviewed. The data analysis follows the principles of reflective lifeworld research.

Result: Guiding students towards reflection is a challenging task, which demands absolutely presence in the moment. A reflective seminary can be even more complex when the seminary is part of an examination. To still focus on reflection, while at the same time assure that the students have suitable knowledges, is an act of balance. The intersubjective relation has to be guarded and leave no one invisible. Space has to be created, so that everyone present gets attention. Guiding students through reflective seminaries is an exhausting mission in which the lecturer has to balance the moment according to a multifaceted level.  

Conclusion: Despite the challenges addressed, the reflective seminary is often experienced as enriching, contributing to further understanding and enables students to increase their knowledge of caring science and develop their reflective skills.  In the situation an approach of curiosity, presence and courage are equally important as theoretical knowledge.